English Planning 3-PRESCHOOL

UNDERSECRETARY OF BASIC EDUCATION
GENERAL DIRECTORATE OF EDUCATIONAL DEVELOPMENT

DEPARTMENT OF EDUCATIONAL PROGRAMS
NATIONAL ENGLISH PROGRAM.
PRONI REGIONAL COORDINATION ACAPULCO – COYUCA.
WORKPLAN .
Educator: Emilia Estefanía Camacho Miranda. Groups: 3rd PRESCHOOL

Kindergarten: “LAZARO CARDENAS”. Zone : 34
Time: 1 week.
Sector: 07 Code: CCT 12EJN0518E . Morning shift.
Telephone: 4-42-37-51. Postal code: 39300 Period:
Learning situation: Good morning. Kid's.
SOCIAL LEARNING ENVIRONMENTS.
 FAMILY AND COMMUNITY.

SOCIAL PRACTICE
COMMUNICATIVE ACTIVITY.
OF LANGUAGE.
Interchange associated with specific purposes. Explore and react to greeting expressions. Courtesy and
farewell.
EXPECTED LEARNING.
 Participate in the exploration of expressions of greeting, courtesy and farewell.
 Recognize words and expressions.
 Participates in oral exchanges to greet, say goodbye and show courtesy.
 Distinguish writing from some expressions.
Products. Evaluation instrument.

Poster with illustrated expressions of greeting, Checklist or comparison.
courtesy and farewell.
List of words of greeting, courtesy and
farewell.
References and support resources.

 Audios
 Bond paper
 Colors and pencils
 activity book
Vo. Bo.
Educator. Kindergarten Director.
c. Emilia Estefanía Camacho Miranda. c. Martha Elena Juárez Castro.

SESSION SEQUENCE OF ACTIVITIES
SESSION 1 START:
* Greet each student by hand and by name, using the expression “Good morning” and add
the question “How are you?”, motivating them to answer “Fine, thank you.
*Listen to and sing the songs “The Greetings Song”, Hello! Super Simple Songs and Good
Morning Song for Kids.
Links https://www.youtube.com/watch?v=gVIFEVLzP4o
https://www.youtube.com/watch?v=tVlcKp3bWH8
https://www.youtube.com/watch?v=-0o79IMmAYE
DEVELOPMENT:
*Use puppets to act out a short conversation. Example:
Puppet 1: Hello, Charlie. How are you?
Puppet 2: Fine, thank you.
Puppet 1: Goodbye.
Puppet 2: Bye.
*Go with the puppet to greet several students by name, motivate the students to answer
the question “How are you?”
CLOSING:
*Work with the book “Orbit”, pages 10-13.
START:
* Greet the students and invite them to play “Duck, Duck, Goose!”, “Pato, Pato, Ganzo!”
DEVELOPMENT:
*Sit the students in a circle. One student stands there taking the role of “Goose.” Walk
around the circle touching the heads of all your classmates saying the word “Duck.” When
SESSION 2
you touch a partner and say the word “Goose”, he or she must get up to chase you around
the circle and try to reach the unoccupied place to sit, so that the child who was left
standing would become “Goose” and follow the same dynamic.
CLOSING:
*Let's illustrate expressions of greeting and farewell.
START:
Greet the students and invite them to play Rain Puddles.
Questioning in what ways we can jump over rain puddles and saying the word Jump-Jump .
DEVELOPMENT:
*Work with the book “Orbit”, pages 10-17.
SESSION 3
*Prepare product from page 18 of the Orbit book.
CLOSING:
*Discuss about the activity carried out, what they liked the most and what was easy for
them to do and what was difficult for them. How do you know which greeting is correct?
Because?.
START:
* Discuss and question what was done the previous day.
DEVELOPMENT:
*Deliver words of greetings and courtesies on strips of paper to each student. Ask them
to look for classmates who have words that start with the same letter and get together in
SESSION 4 a circle.
*Later, look for classmates who have short and long words and form another circle, etc.
CLOSING:
*Play sinking ship.
*Discuss about the activities.
START :
* Greet the students with Good morning.
*Show images of positive attitudes and negative attitudes. Draw a happy face on the
images that show courtesy and a sad face where they indicate impoliteness.
*Introduce the expressions, “please”, “thank you”, “Can I borrow?”
DEVELOPMENT:
SESSION 5
*Do the recommended reading of the Big Book of Greetings. Point out the title and show
the illustrations to the students.
*Play audio of the greetings.
CLOSING:
*Color or draw parts of the story.
*Discuss and ask what new words they learned.
ANNEXES:
Activity 3. When you consider it pertinent:
to. Apply the Lesson Plan in the classroom and record what happens. Take photos of
some of the activities students do.
b. Anticipate correct or incorrect procedures or correct and incorrect responses. In those

erroneous answers or procedures, write where the error was and how you would
work on it in class so that the students identify their error and can overcome it.
c. Based on the analysis of what happened in the class and with the photos of the
students' procedures, write in your words a text that describes what happened in the
classroom when working with the chosen problem. To do this, we suggest you
answer the following questions:
-How did you present the activity to the students?
The peer activities were in class and I presented them to them through puppets and
videos of greetings and courtesies. When I showed them this, I caught their attention
and most of them wanted to participate and be a little pig.
- How did you organize them?
I organized them into pairs and groups of three for dialogue with puppets. When I
worked on the duck, duck and goose activity, I worked on 2 wheels, one for boys and
one for girls.
- How did you distribute the students' work time in each of the moments of the class:
Beginning – Development and Closing?
At the beginning it takes 15 min
To development 20 min.
At closing 10 min.
- Which of the procedures or responses of the students did you choose to work on in the
Sharing?
- Did other errors arise other than those expected? Describe which ones and how you
worked on them in class. .
In my practice I had some setbacks in time, the recorder was not working and delayed the activity, 2
children did not want to work on the boat sinking activity. But with the support of the other students
we motivated them to work on the activity. I was able to observe that some of my students still find
it difficult to participate in pairs in front of others due to shyness or thinking that they could make
mistakes, but I was able to motivate them to participate and the activity was able to flow. I let them
participate without interrupting/intervening too much in the game. It will help us to go. taking notes
to give feedback or return to the topic and implement a strategy so that learning is meaningful so
that everyone can take ownership of it.

English Planning 3-PRESCHOOL

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UNDERSECRETARY OF BASIC EDUCATION

GENERAL DIRECTORATE OF EDUCATIONAL DEVELOPMENT

Educator: Emilia Estefanía Camacho Miranda. Groups: 3rd PRESCHOOL

SOCIAL LEARNING ENVIRONMENTS.

 FAMILY AND COMMUNITY.

Products. Evaluation instrument.

References and support resources.

c. Emilia Estefanía Camacho Miranda. c. Martha Elena Juárez Castro.

b. Anticipate correct or incorrect procedures or correct and incorrect responses. In those

-How did you present the activity to the students?

- How did you organize them?

At the beginning it takes 15 min

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